Education System in India

Education System in India INTRODUCTIONThe education system which was evolved first in ancient India is known as the Vedic system of education. In other words, the ancient system of education was based on the Vedas and therefore it was given the name of Vedic Educational System. Some scholars have sub divided Vedic Educational period into Rig- Veda period, Brahmani period, Upanishada period, Sutra (Hymn) period, Smriti period etc but all these period, due to predominance of the Vedas, there was no change in the aims and ideals of educations. That is why, the education of these periods, is studied under Vedic period. ―Swadesh Pujyate Raja, Vidwan Sarvatra Pujyate‖

Education plays an important role in the development of a nation. Education is a very important part of economy. It is said to an investment in human being. Perhaps this is the reason that every nation tries his best to develop the strategy of education.

If we have to teach real peace in this world

And if we have to carry on a real war against war, we

Shall have to begin with the children.

(Mahatma Gandhi)

Education in India:- Provided by the public sector asWell as the private sector, with control and fundingComing from three levels:- central, state and local.Education is a co-current state level subjects and under the Indian Constitution education is made a Fundamental Right and Directive Principles of State Policy further needed free education and other facilities to children. There is no discrimination among the people on the basis of religion, caste or creed/faith etc. However, the minorities are given right to run their own educational institutions with financial aid from Government and they are free to introduce their religion, language in their institution. Education is compulsory and free upto primary standard.

Indian education system has a wide structure and the educational institutions can introduce the education or learning pattern as below VA years in pre-nursery schools, in the primary schools upto V class or so. Education is further upgraded upto 10+2 system where the examinations are conducted by the Board at 10 and

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12. Thereafter, students are free to choose the courses of their own at any stage, i.e. primary, secondary, senior secondary level.

Schools are of different levels. Local Boards run the schools upto Primary, V standard, both in mother tongue and English medium. Thereafter the schools may upgrade themselves upto X known as Secondary schools. They can also be upgraded upto 12, called Senior Secondary schools. The education is a co-current (state level) subject and the Central Government cannot interfere in their functioning. As such schools are pre- primary, pre-nursery, then primary, secondary and senior secondary run both by the private bodies as well as by Government.

Indian schools are not as well organised as they are expected. Private/Public school charge high fee and have control on their institution. They only need the registration by the Centre/State Government or their Bodies and Management. While the Education Department has a loose control over these Private/ Public Schools government has its own schools where the normal fee is charged and the students belong with poor section of society. Overall the condition of government schools is pathetic.

At state level School Education has its own organisational set up. Under this democratic set up Education Deptt is supported by the Minister of Education who has a Secretary of Education to supervise the Department with the help of Director Education who belongs to I.A.S. cadre of service. The Department is further divided into districts Deputy, Joint Directors to look after the working of schools.

Education - Primary Right:

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Education is the primary right of every child in a democratic society. We have made a law to provide free and compulsory education up to the age of fourteen i.e. up to middle standard level. An uneducated man can neither be a good citizen nor good parents. He is ignorant and superstitious. Deprived of knowledge, he falls in the darkness of ignorance and becomes a victim of evil social practices. The problem of drop-outs at primary level is quite serious poor parents force their children to stay at home and look after younger kids. Some are compelled to work as child laborers in homes, shops restaurants and factories. More community centers and adult education centers have to be opened to educate man and woman who were deprived of the fruits of education during their formative years. Our aim should bet to provide education to all the people of India. The Indian government lays great emphasis on primary education up to the age of fourteen years (referred to as Elementary Education in India.) The Indian government has also banned child labour in order to ensure that any children do get an opportunity to nurture.

It is a very important question in the field of education what type of education should be given ? This is a reality that ours means of education are limited but our needs are unlimited. So it should be decide that which type of education should be given. So national policy of education 1986 has announced the system of education. There have been many proposals for the introduction of education in school. Some of them have been tried success and are going on well. 

To strengthen the Indian Education System, an educational policy was adopted by the Indian Parliament in 1968. Education was made an important and  integral part of the national development efforts. After independence there has been an effort to spread education to all levels of Indian society. Statistics point to the fact that 99 per cent of children in age group 6-11 years have been enrolled in school. However, to bring the remaining into the ambit of universal primary education is proving difficult because some reside in inaccessible areas, there is a deep rooted prejudice against educating girls there are practical difficulties of distance and inaccessibility of schools. Moreover, the dropout rate is so high that universal elementary education (UEE) is quite an elusive goal.

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Since, education is important for the growth of developing nation like India, various steps have been devised to reduce the percentage of dropouts. Non-formal education to provide educational facilities for the drop-outs and to fulfill the desire for additional education in the grown-up-drop-outs is being given a new orientation to make it purposeful and to attract a broad spectrum of the drop-out population.

In Indian Education system, adult education programmes covers the age group 1-35 and has been vigorously implemented by the government with the cooperation of many voluntary agencies. Even then much has to be done to realize the target which is 100% coverage adults.

With regard to the pattern of secondary education experiments have been going on since Independence. The 10+2+3 system of education which was recommended by Kothari Commission of 1965 is now being implemented in almost all the States and Union Territories of India. This system (pattern) provides for two streams hi the higher secondary schools; the academic streams paving the way for higher education and the vocational stream of terminal nature. However, very few schools live been able to provide this terminal education. As result, schools with academic streams still abound, thereby defeating the very purpose of reducing the acute competition for college education. In many States education is free up to the lower secondary level, and in a few states education is free up to the higher secondary stage.

Education System in India

As far as India is concerned, it is a democratic country. Education is primary of every child in a democratic society. 

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Education is the future of our country. It is distressing to find that during all these years of our independence we have been merely dabbling in schemes and projects, in new-fangled ideas mostly borrowed from the west, merely setting up commission after commission at the cost of lakhs or rupees and let matters rest at that. The drive, the initiative, the dynamic vision necessary for radical reforms in the sphere of education are lamentably conspicuous by their absence. We have allowed matters to drift aimlessly, instead of setting down to grapple with momentous issues. The result has been disastrous. A life less, mechanical system of teaching in overcrowded schools and colleges imposed by far from competent teachers on students whose only interest is to get through examination, has been the bane of our education. We have completely forgotten the simple yet vital truth that the aim of education is first to build up character in the widest sense and then to impart knowledge. 

Here, an educated man is called upon to master more than one language. An educated Indian requires the mastery of an international language. The educated Indian should be able to read and write in many languages.Across India, particularly in rural societies, girls are not always educated and many have minimal understanding of their own rights. The national average shows that there are twice as many uneducated women as there are men across India. India has some of the worst gender disparity issues in the world. It is estimated that girls average less than four years of education in a lifetime and 40% leave school before they reach the fifth grade. With around seven million girls out of school in India, the situation for girls’ education is dismal. This state of education stems from an array of interrelated factors that reduce access to, and retention in, schools. Rural communities are often completely unaware of the benefit or even concept of educating girls. For every 100 rural girls, only one reaches the 12th grade. With only 55% of schools in India having girls’ toilets and only 42% of teachers being female, enrolling marginalized girls poses an immense challenge This situation stems from low-quality education, shortage of teachers, poverty, limiting attitudes towards gender roles and a lack of support from parents and the community. Educate Girls has systematically challenged and addressed these structural, cultural and socio-economic barriers through strong program interventions and strategies that work in partnership with parents, communities, teachers and the government. programs have empowered girls by providing them access to quality education and development opportunities.

Educate Girls uses the following strategies in order to achieve its mission

• Emphasizing strong parental and community participation as the key to getting

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girls back into school. • Improving the quality of education by reforming schools to focus on creative life and work skills, away from rote memorization. • Involving parents in the education process, and creating a political constituency to support and sustain the reform of primary and secondary schools. The Educate Girls’ mission has emerged from the organization’s strong conviction that when women are educated, a transformation begins. Education and active participation in schools enables women to become central agents of social change, changing the future for their children.

Importance of Education Educating girls has a multitude of positive effects for the wider community, as well as the individual woman. Extensive research by the UN and the World Bank shows that when girls are educated: • Birth rates fall and each four years of schooling reduces family size by one. • Family health improves and child mortality falls; educated mothers are 40% more likely to immunize their children. • Literacy accelerates in future generations as educated mothers are five times more likely to educate their children. • Regions stabilize as violence and extremism declines. • Both Family and national income grow by 10% for each additional year of schoolingThere are girl children in many communities who are not easily reachable and thus remain excluded from the benefits of education. This is especially true in tribal regions. Educate Girls has implemented a program strategy in three blocks of the Pali District in collaboration with the government and local communities to Ensure that all girls have access to quality education and self-development Opportunities. Educate Girls programs have provided opportunities for girls in the region to see and discuss more than their own village or culture, thus enabling them to imagine, dream and utilize the available resources. It is well researched that educating a girl has a ripple effect, impacting health, population control, next generation school enrollment and the potential to earn. Education enables girls to reason, make informed decisions and most importantly, live healthy, productive lives.

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The state harnessed innovation and community participation to usher in educational

changes. The now internationally acknowledged Lok Jumbish and Shiksha Karmi

A steady rise in the literacy rate but persistent gender gap The rise in male literacy levels in Rajasthan to above the national average and the Doubling of female literacy in the last decade speaks to the concerted efforts made in recent times for educational development in the state. Though the Constitution of India grants equality to both the sexes and does not Discriminate on the basis of sex, the reality is different. The progress in the two sexes Has been at a varying pace in the field of education with the females lagging behind Their male counterparts. Education for girls is a crucial matter in Rajasthan. Rajasthan is known to have adverse figures of girl student enrollment and retention in schools.

FUNDAMENTALS OF ANCIENT INDIAN EDUCATION The ancient education system has been a source of inspiration to all educational systems of the world. The ingredients, which our present system, lacks, and which were the predominant facets of our ancient system relate to admission policies (upnayan), monitorial system, low teacher pupil ratio, healthy teaching surroundings, free schooling and college education, sympathetic treatment, role of punishment in discipline, regulation governing student life.

1. Developing the wholesome personality:

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The primary aim of any system of education should be development of a whole some personality. The Brahmanic system of education stood on former grounds of lofty ideals because its primary aim was development of personality and character. Moral strength and moral excellence were developed to the fullest extent, which we lack so utterly. The moral stature of our educated people is deplorably low. Moral values are at stake ―The old values, which held society together are disappearing and as there in no effective programme to replace them by a new sense of responsibility. Innumerable signs of social disorganisation are evident everywhere and are continually on the increase. These include strikes increasing lawlessness, and a disregard for public property corruption in public life ―The social moral and spiritual values which our ancient system developed in the educand have been totally lost sight of.

2. Making formal and Informal Educations Responsible Imparting and receiving of education was as sacred as anything can be, for example, education started and ended with certain prescribed religious rituals like upnayan and samvartan. The disciple was to devote himself whole heartedly to the cause of learning while he remained with his teacher. Not every boy was required to enter studentship it was still a custom to receive education at the hands of his father. How many of the parents look after their children now in this respect. The ancient system gave an equal important to informal education as it did to the formal one.

3. Starting Academic sessions solemnlyIn most cases the boy went to a teacher for studentship. The maximum age of entrance into school was different for different castes. The period of schooling was long, at least 12 years for one Veda. The academic sessions started with a special ceremony ―upkarman‘ on the Guru Purnima (Full month of Shravana) and as solemnly closed on Rohini (Fullmoon month of pausha) with ‗utsarjan‘. The whole session was punctuated with holidays especially on new moon full moon days of the month.

4. Adjusting School HoursThe school in the Ancient Education System, lasted for 7 to 8 hours a day. In fair weather classes were held in the open under shady groves. In the rainy season schools ran in a set of apartment. Temple colleges of the past had been of great renown for having spacious buildings for classroom, hostels and residential quarters for teachers. Gurukuls and Ashrams were generally situated on the river banks or on the lake. The whole atmosphere was quiet, calm and peaceful. It must be noted that schools and colleges were not kept for away from human habitation.

5. Close Contact

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Never in the history of education will you find such a close contact between the teacher and the taught. The teacher was the spiritual father, he was is to nurse, when the pupil fell sick, he was to feed, clothe and teach his student as he fed, clothed and taught his son. The student also regarded the teachers as he regarded his parents, king & god. Both were united by communion of life. In fact they communed together.

6. Emphasizing Discipline

The student had to observe strict regulations. Instruction was important, but was even more significant than teaching was discipline – discipline inculcated through strict obedience to laws and regulations of student life, discipline that was rooted in morality and religion A student was required to give up lust, anger, greed, vanity, conceit and over joy. It was ordered to him not to gamble, gossip, lie, backbite, hurt feelings of others, dance, sing, look or talk or touch the other sex and kill animals. It was demanded of every student whether rich of poor that he should lead a simple life in the Gurukul or in the Ashram.

7. Low – Teacher pupil RatioIn all schools and colleges the pupil – teacher ratio was too low. Individual attention was maximum. The number of students in a school was kept very small. But when, under certain conditions the enrolment increased, the teacher sought the co-operation of more advanced and senior boys who were appointed as monitors (Pittiacharya). In the absence of teacher entire work was entrusted to them.

8. Respecting Childs PersonalityPunishment had practically no place in the school system. Puplis received very sympathetic, treatment from their teachers. Their personality was respected Teachers were required to use sweet and gentle speech in dealing with pupil.

9. Providing Free Education Education was free. It was free because no student was required to pay any fees. It was free also because no outside agency could interfere in the matters of education. There was perfect autonomy. No external authority no external beneficiary, no politics was permitted to enter the school or college system. A student had to pay nothing in return for education he recieved in a Gurukul or Ashram. Access to good education depended not on wealth but on talent. The student was expected, if desired but never compelled to offer a field, cow, horse or even vegetables to his teacher according to his financial position in the society. Education could not be bought one could go up the Ladder as his abilities permitted.

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SALIENT FEATURES OF ANCIENT INDIAN EDUCATION

Ancient Indian education was primarily the education of the Vedas. The source springs of education were Brahmans, Upanishads and Dharma Sutras. Amar Kosha, the writings of Aryabhatta, Panini, Katyayana, Kautilya, Patanjali, the medical treatises of Charaka and Susruta were other elements of Brahmanic literature. The Brahmanic education has been a source of inspiration for determining educational aims and objectives to future generations. Dr. A. S. Altekar says that the Brahmanic education aimed at ‗Infusion of a spirit of piety and religiousness, formation of character, development of personality, and inculcation of civil and social sense, promotion of social efficacy, & preservation and spread of national culture.

1. Infusion of Spiritual & Religious ValuesThe primary aim of ancient education was instilling into the minds, of pupils a spirit of being pious and religious for glory of God and good of man. The pursuit of knowledge was a pursuit of religious values. The life of the pupil was full of ritual acts. Prayers were common every pupil was required to perform religious ceremonies duly. He had to participate in all religious festivals. Education without religions instructions was not education at all. It was believed that a keener appreciation of spiritual values could be fostered only through a strict observance if religious rites.

2. Character Development

In no period of the History of India, was so much stress laid on character building as in the Vedic period Vyas Samhita states, ―The result of education is good character and good behaviour. A conquest does not make a hero nor studies a wise – woman. He who has conquered his senses is the real hero. He who practices virtue in really wise.‖ Wisdom consisted in the practice of moral values. Control of senses and practice of virtues made one a man of character. Moral excellence could come only through praticising moral values. Example was better than precept. The teacher and the taught were ideals of morality, for both practiced it all through their lives.

3. Development of Civic Responsibilities and Social ValuesThe inculcation of civic virtues and social values was an equally important objective of education in India. The Brahmachari after his education in the Gurukulas went back to the society to serve the rich and the poor, to relieve the diseased and the distressed. He was required to be hospitable to the guests and charitable to the needy. After a certain period of studies he was required to become a householder and to perpetuate his race and transmit his culture to his own off springs.

4. Personality DevelopmentThe Guru in the ancient times realized that the development of personality is the sole aim of education. Human personality was regarded as the supreme work of

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God. The qualities of self-esteem, self confidence, self restraint and self respect were the personality traits that the educator tried to incukate in his pupils through example.

5. Preserving and Diffusing National Culture

Vedic culture was kept intact and transmitted through word of mouth to succeeding generations. Every individual was required to commit to memory at least a portion of the sacred scriptures. Everyone was required to serve as a medium of transmission. The members of the priestly class learnt the whole of Vedic Literature by heart & passed it on. The ancient Indian education system was also successful in Preserring and spreading its culture and literature even without the help of art of writing it was only because of the destruction of temples and monastries by invaders that literature was lost. The cultural unity that exists even today in the vast- sub continent in due to the successful preservation and spread of culture and the credit goes to Ancient Education System.

Education During the Pre-Independence Period in India

Before getting freedom, India was a very poor country and education was the weakest point of our India. Poor parents were forced their children to stay at home and look after their younger kids. Some were also compelled to work as child-labourers in shops, restaurants and factories. Women were also compelled to work as child-labourers in shops, restaurants and factories. Women were totally deprived of the fruits of education. First of all, education was started by Cord Macaulay in 1835. Then after Lord Macaulay Wood Dispatch, Hunter Commission, Lord Kerson etc. came in India. They tried their best to develop the system of education. But people were ignorant at that time. So growth rate of education at that time was very low. In ancient India, education was a matter of individual concern. The aim of education was the development of pupil’s overall personality.

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With this view of education as a process of one’s inner growth and self-fulfïlment, techniques, rules :and methods were evolved. It was believed that the development of a person meant, primarily, the training of his/her mind as the instrument of acquiring knowledge. This knowledge would enhance his/her creative capacity. The thinking principle ‘manana shakti’ was reckoned higher than the subject of thinking. Thus, the primary subject of education was the mind itself.

Impact of English EducationThe British encouraged the teaching of English language in schools and colleges as they needed people to work in the administrative offices either as clerks or babus. This helped in creating a new class of people who later helped them in governance as well as in controlling many aspects of administration in India. As a result, Christian missionaries who came to India started opening schools where English was taught. You will find many schools in India even today who were opened during those times. One such school is Presentation Convent in Delhi, which is still running and providing good education. Many Indians sent their children to these schools as they thought it would help them in getting jobs in government offices.Do you know that the teaching of English was encouraged by the British rulers to suit their own interest but it proved to be useful for the Indians in a different way. People living in different parts of India spoke different languages and there was no language that could be understood by all. Use of English by Indians provided one langauge that cut across the entire country and became a common link for them. English books and newspapers brought to them new ideas from across the sea, i.e. other countries. Fresh ideas from the west like freedom, democracy, equality and brotherhood began to have its impact on the thinking of the English knowing Indians which gave rise to national consciousness. The educatedIndians now thought of getting freedom from British rule.

History of education in India

The year 1937 was a year of significance in the history of education in India. In that year, a decision of introducing Basic education based upon the educational ideas of Mahatma Gandhi was taken immediately after the publication of the Wood Abbott report. Mahatma Gandhi, through his articles in Harijan published during March to Oct. 1937 insisted that manual and productive work should not only be an appendage to the on-going productive programme of education but the latter should be woven around the former. By education Mahatma Gandhi meant an all round drawing out of the best in the child. He distinguished between literacy and education. The scope of literacy is limited to reading, writing and computation of numbers, whereas education is aimed at development of the all round personality. According to his philosophy of education, it is not a process of filling an empty pot

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with information. This would solve the problem of financing education as well, because the income from the craft would support the running cost of the schools. 

Modern Education System

The Zakir Hussain committee pointed out that modern educational thought was practically unanimous on the idea of educating the children through some creative work. This approach was regarded as the most effective method of providing an integrated all sided education. The justification given was that the active nature of the child never agreed with the purely academic and theoretical instruction provided in the primary schools. Moreover, the integrated all sided education balances the intellectual and practical elements of experience and serves as an instrument of educating the body and the mind in coordination. 

From the educational point of view, when the curriculum is related to life and its various aspects, including productive work, it provides scope for correlating knowledge belonging to different subject areas and give concreteness to it. 

DEVELOPMENT OF EDUCATION AFTER INDEPENDENCE

The new policy would be egalitarian. An attempt would have to be made to give access to the best type of education to the most intelligent children, no matter from which section of society they came from. (Rajiv Gandhi)

With the dawn of independence on August 15.1947, emerged a new thinking to reform and recast a system of education which may meet the new challenges, new aspirations and new needs of Free India. The exercise of change started with the constitution of University Education Commission in 1948 with Dr. S. Radhakrishnan as its chairman. The Commission gave very useful recommendations, regarding reform and change in university and college education. On their suggestion, another commission named as Secondary Education Commission under the chairmanship of another distinguished educationist, Dr. A. L. Mudaliar was set up in 1952 to probe into the deficiencies of Secondary Education and to being desirable changes in it. The matter did not end here. A feeling emerged in the country that instead of having different commissions on different facets of education, we should have a global view of education. Obviously, therefore, another commission under the name of Education Commission with Dr. D. S. Kothari as chairman, was set up in 1964 with a view to consider changes required in the total system of education.

All these three commission gave very pertinent, meaningful and relevant recommendations to provide new directions to the prevailing system of education in order to meet changing needs and aspirations of the society. Apart from bringing

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minor patches of change here and there, the structure and system of education remained where it was. The target of compulsory universal education remained a dream. Vocationalisation of secondary education was only on papers. Revitalising the standards of education continued to be a slogan. Northing was done to make education job oriented. The aims of higher education were never defined or concretised. The students of universities and colleges after completion of their education, continued to be unsuccessful job-hunters. Under this melee and dismal scenario of education, emerged a new thinking from our youthful Prime Minister Shri Rajiv Gandhi. Immediately, after taking over the reigns of the Government, he pledged to do something practically after evolving a new pattern of education through National Policy on Education. in August 1985, he came out with a document ―Challenge of Education – a Policy perspective.‖ The emergence of this document was an important stage in the process of reviewing and reshaping the education system to enable it to meet the challenges of the future and also to improve its efficiency and quality. This document categorically stated that a policy takes concrete shape only in the process of implementation. If those involved with programme planning, resource allocation and the actual operation of the teaching learning process, do not understand their tasks or take these casually, no worthwhile results can accrue. This document successfully provided the basis for a nation-wide debate to formulate the new education policy. As per plan, hundreds and thousands of seminars, symposia and discussions were held all over the country to suggest the direction in which our new policy should emerge. On the basis of the view-points available from various social organisations, expert bodies like that of University Grant commission (UGC), National Council of Educational Research and Training (NCERT), National Institute of Educational Planning and Administration (NIEPA) and numerous regional and state level bodies, a new document titled as ―National Policy on Education‖ was thrashed and deliberated upon by the parliament in May 1986. The members of the parliament were not satisfied with its various recommendations since they wanted a commitment for the implementation of its beautiful recommendations, fearing it may not meet the deadly fate of earlier three Commissions on Education. The then Human Resource Development Minister, Shri P. V. Narsimharao was successful in consoling the members of the parliament that he would come out with a plan of action shortly and took a vow to implement all the elements of this policy.

CHALLENGE OF EDUCATION (1985) The first document of Ministry of Education, Government of India, as the initial step to evolve national policy on education, was released in August 1985. It was titled as ―Challenge of Education – a policy Perspective‖. It comprised 119 pages and presented thoughtful observation, analysis and developments regarding various facets of education since 1947, on following four areas:

I. Education, Society and Development

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II. An Overview of Educational Development

III. A Critical Appraisal

IV. An Approach to Educational Reorientation

These broad areas have been discussed under following main points: I. Education, Society and Development

1. Social Development

2. Role of Education

3. Priorities in Educational Development

4. Limitations of the Education System

5. Values and Modernity

6. Towards a New Education Policy

II. An Overview of Educational Development 1. Growth of Institutions.

2. Enrolment.

3. Retention and Drop-outs.

4. Non-formal Education and Literacy

5. Teachers

6. Expenditure

7. Differential Outreach and Amenities

8. Employment Interface

III. A Critical Appraisal 1. Elementary Education

2. Adult Education and Functional Literacy

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3. Secondary Education

4. Vocationalisation

5. Higher Education

6. Teacher Education

7. Management Education

8. Teachers and Teacher Education

9. Some General Issues.

IV. An Approach to Educational Reorientation 1. Goal Orientation for Educational Planning.

2. Linkages between Education and Society.

3. Factors facilitating Educational Restructuring.

4. Constraints on Policy Making.

5. Internal Constraints.

6. Technological Constraints.

7. Economic Constraints.

8. Legal Constraints.

9. Financial Constraints.

10. Constraints of the Total System.

11. Perspective of Policy formulation.

12. Approaches to Resource Mobilisation for Education.

13. Elements of a Strategy for Educational planning.

14. Universalisation of Elementary Education.

15. An Alternative Model for Elementary Education.

16. Adult Education.

17. Voluntary Agencies.

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18. Innovation in North Eastern Hill University (NEHU).

19. Emergence of Capitation Colleges.

20. Teacher Training.

21. Inbreeding and Parochialism

22. Social Relevance, Diversification and Quality.

23. Vocationalisation of Higher secondary Education.

24. Social Relevance and Technical & Management Education.

25. Higher Education: Social Relevance and the Need for Diversification.

26. Quality and Education.

27. Examination System.

28. Management System for Education.

29. Depoliticisation of Education.

30. International Co-operation.

31. Design for an Integrated Strategy of Education.

NATIONAL POLICY ON EDUCATION (1986) As a follow up measure to a nation-wide debate on various issues confronting education, based on the document ―Challenge of Education- a Policy Perspective‖, Government of India released the National policy on Education in May 1986. While preparing this document, it was borne in mind that India is standing on the threshold of the twenty first century. Those being born no will finish their elementary education at the turn of the century. They will be face to face with unprecedented opportunities and challenges. To prepare for these and also to create a national environment for peaceful and harmonious development, it was found necessary to re-shape the education system. The new Education Policy, based on the conclusion of nation-wide debate and numerous other considerations, comprises 29 full scape pages. Its contents, well digested and properly organised, have been presented in following 12 parts:

I. Introductory

II. The Essence and Role of Education

III. National System of Education

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IV. Education for Equality

V. Reorganisation of Education at Different Stages

VI. Technical and Management Education

VII. Making the System Work

VIII. Reorienting the Content and Process of Education

IX. The Teacher

X. The Management of Education

XI. Resources and Review

XII. The Future

Admitting that Education is a unique investment in the present and the future, some significant and new features, spelled out in the Policy, are as under:

Salient Features of the Policy

I. The Essence and Role of Education

1. All Round Development

In our national perception education is essentially for all. This is fundamental to our all round development material and spiritual.

2. Acculturating Role

Education has an acculturating role. It refines sensitivities and perceptions that contribute to national cohesion, a scientific temper and independence of mind and spirit – thus furthering the goal of socialism, secularism and democracy enshrined in our Constitution.

3. Development of Manpower

Education develops manpower for different levels of the economy. It is also a substrate on which research and development flourish, being the ultimate gurantee of national self-reliance.

4. Unique Investment

Education is a unique investment in the present and the future. This cardinal principle is the key to the National Policy of Education.

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II. National System of Education

1. Concept of National System

The concept of National System of Education implies that, up to a given level, all students, irrespective of caste, creed, location or sex, have access to education of a comparable quality. To achieve this, the Government will initiate appropriately funded programmes. Effective measures will be taken in the direction of the Common School System recommended in the 1968 Policy.

2. New Structure of Education

The National System of Education envisages a common educational structure. The 10+2+3 structure has now been accepted in all parts of the country. Regarding the further break-up, the first 10 years efforts will be made to move towards an elementary system comprising 5 years of primary education and 3 years of upper primary, followed by 2 years of High School.

3. Common Core System The National System of Education will be based on a national curricular frame work which contains a common core along with other components that are flexible.

4. Responsibility of Nation

The Nation as a whole will assume the responsibility of providing resource support for implementing programmes of educational transformation, reducing disparities, universalisation of elementary education, adult literacy, scientific and technological research etc.

5. Life Long Education

Life-Long education is a cherished goal of the educational process. This presupposes universal literacy. Opportunities will be provided to the youth, housewives, agricultural and industrial workers and professional to continue the education of their choice, at the pace suited to them. The future thrust will be in the direction of open and distance learning.

III. Education of Equality

1. Disparities

The new Policy will lay special emphasis on the removal of disparities and to equalise educational opportunity by attending to the specific needs of those who have been denied equality so far.

2. Education for women’s Equality

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(i) Status of Women:- Education will be used as an agent of basic change in the status of women. In order to neutralise the accumulated distortion of the past, there will be a will-conceived edge in favour of women.

(ii) Empowerment of Women:- The National Education System will play a positive, interventionist role in the empowerment of women. It will foster the development of new values through redesigned curricula, text-books, the training and orientation of teachers, decision-makers and administrators, and the active involvement of educational institutions. This will be an act of faith and social engineering.

(iii) Women’s Studies:- Women‘s studies will be promoted as a part of various courses and educational institutions encouraged to take up active programmes to further women‘s development.

(iv) Removal of Illiteracy:- The removal of women‘s illiteracy and obstacles inhibiting their access to, and retention in, elementary education will receive overriding priority, through provision of special support services, setting of time targets and effective monitoring.

(v) Vocational and Professional Courses:- Major emphasis will be laid on women‘s participation in vocational, technical and professional education at different levels. The policy of non-discrimination will be pursued vigorously to eliminate sex stereo-typing in vocational and professional courses and to promote women‘s participation in non-traditional occupations, as well as in existing emergent technologies.

3. Education of Scheduled Castes The central focus in the SC‘s educational development is their equalisation with the non-SC population at all stages and levels of education, in all areas and in all the four dimensions-rural male, rural female, urban male and urban female.

4. Education of Scheduled Tribes Priority will be accorded to opening primary schools in tribal areas. The construction of school buildings will be undertaken in these areas on a priority basis under the normal funds for education, as well as under the N.R.E.P., R.L.E.G.P., Tribal welfare Schemes, etc.

5. Other Educationally backward Sections and Areas Suitable incentive will be provided to all educationally backward sections of society, particularly in the rural areas. Hill and desert districts, remote and inaccessible areas and islands will be provided adequate institutional infra-structure.

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6. Minorities Some minority groups are educationally deprived or backward. Greater attention will be paid to the education of these groups in the interests of equality and social justice. This will naturally include the constitutional guarantees given to them to establish and administer their own educational institutions, and protection to their languages and culture. Simultaneously, objectivity will be reflected in the preparation of textbooks and in all school activities and all possible measures will be taken to promote an integration based on appreciation of common national goals and ideals, in conformity with the core curriculum.

7. The Handicapped The objective should be to integrate the physically and mentaly handicapped with the general community as equal partners, to prepare them for normal growth and to enable them to face life with courage and confidence.

8. Adult Education

(i) Instruments for Liberation. Our ancient scriptures define education as that which liberates – i.e. provides the instruments for liberation from ignorance and oppression. In the modern world, it would naturally include the ability to read and write, since that is the main instrument of learning. Hence the crucial importance of adult education, including adult literacy.

(ii) Up gradation of Skills. The critical development issue today is the continuous up-gradation of skills so as to produce manpower resources of the king and the number required by the society.

(iii) Strengthening the Existing programmes. Since participation by beneficiaries in the developmental programmes is of crucial importance, systematic programmes of adult education linked with national goals such as alleviation of poverty, national integration, and environmental conservation. Energisation of the cultural creativity of the people, observance of small family norm, promotion of women‘s equality, etc. will be organised and the existing programmes reviewed and strengthened.

(iv) Mass literacy Programme. The whole Nation must pledge itself to the education of illiteracy, particularly in the 15-35 age group. The Central and State Governments, political parties and their mass organisation, the mass media and educational institutions must commit themselves to mass literacy programmes of diverse nature. It will also have to involve on a large scale teachers, students youth, voluntary agencies, employers, etc. Concerted efforts will be made to harness various research agencies to improve the pedagogical aspects of adult literacy. The mass literacy programme would include, in addition to literacy, functional knowledge

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and skills, and also awareness among learners about the socio-economic reality and the possibility to change it.

(v) Programme of the Adult and Continuing Education. A vast programme of adult and continuing education will be implemented through various ways and channels, including-

a) establishment of centres in rural areas for continuing education;

b) workers‘ education through the employers, trade unions and concerned agencies of government.

c) post-secondary education institutions;

d) wider promotion of books, libraries and reading rooms;

e) Use of radio, TV and films, as mass and group learning media;

f) Creation of learners‘ groups and organizations;

g) Programmes of distance learning:

h) Organizing assistance in self-learning; and

i) Organizing need and interest based vocational training programmes.

IV. Reorganisation of Education at Different Stages 1. Early Childhood Care and Education

Early Childhood Care and Education (ECCE) will receive high priority and be suitably integrated with the Integrated Child Development Services programme, wherever possible. Day-care centres will be provided as a support service for universalisation of primary education.

2. Elementary Education

Higher priority will be given to solve the problem of children dropping out of school. It shall be ensured that all children who attain the age of about 11 years by 1990 will have had five years of schooling, or its equivalent through the non formal stream Like-wise, by 1995, all children will be provided free and compulsory education upto 14 years of age.

3. Operation Black-board

Under this scheme, immediate steps will be taken to improve the primary schools all over the country. Provision will be made of essential facilities in primary schools, including at least two reasonable large rooms that are usable in all weather, and the necessary toys, black-boards, maps, charts and other learning material. At least two

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teachers, one of whom a woman, should work in every school, the number increasing as early as possible to one teacher per class.

4. Non-Formal Education

A large and systematic programme of non-formal education will be launched for school drop-outs, for children from habitations without schools, working children and girls who cannot attend whole-day schools.

Main objectives of Educational System in India

To develop the economic growth of India.

To develop the spirit of citizenship.

To encourage the feeling of national integration.

To establish the resources of human power.

To develop the scientific attitude.

Development of education during planning period :

The number of schools and number of students are increased.

The number of colleges and universities are also increased.

The colleges which give technical and vocational education and medical college are increased. Some new agriculture universities are also established.

Women education is specially encouraged.

Illiteracy rate is decreased.

Except of all these, in our strategy of education adult education is also encouraged.

Facility for free education up to the age of fourteen.

Towards the end of the first five year plan, the Government of India appointed an Assessment Committee to study how basic education was being implemented in the country. On the basis of the

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report submitted by this committee, a booklet entitled the concept of basic education was published by the ministry of education and scientific research, Govt. of India, which threw further light on basic craft.

About the place of craft in the curriculum it was clarified that basic education as conceived by Mahatma Gandhi was essentially education for life and through life. The purpose was to create a classless society free from exploitation and violence. Therefore, it was necessary that all the boys and girls should participate in the programme of productive and creative socially useful work irrespective of caste, creed or class. Schools towards the basic pattern : not satisfied with the progress made towards introducing the total programme of basic education throughout the country and appreciating the magnitude of his problem, the standing committee on basic education appointed by the central advisory board of education, Govt. of India, suggested in the beginning of the second five year plan that some simple activities including craft should be introduced in the non-basic schools immediately for orienting them towards basic education pattern. The following activities were considered for this purpose.

1. Activities related to citizenship : prayer, Self-Govt., field trips, holding of exhibitions.

2. Other activities : making of albums, setting up of museums, hand written magazine.

3. Activities related to crafts : paper, cardboard, paper machee, basketry, creative activities with the help of sand, clay, plaster of paris, etc.

4. Social service activities : health campaigns, census operation, epidemics, flood relief, maintenance work, etc.

Classification of Indian Education System :

1. Primary Education :

In the policy 1986, a law is made to provide free, compulsory education up to the age of fourteen i.e. upto middle standard for example : reading, writing, simple mathematics and some knowledge about our country and society, these are some basic concept of education. Also all these are some basic needs to become a good citizen and to get higher education. This is a fact that the investment in the primary education proves very beneficial in future. So our government gives very importance to primary education. Elementary education is the most crucial stage of education, spanning the first eight yearsof schooling (class I to VIII) and laying the foundation for the development of personality,attitudes, social confidence, habits, life skills and communication skills of the pupils. TheConstitution under Article 45 provided for the State to introduce compulsory and freeeducation for children upto the age of fourteen. The period of elementary school is nowalso recognised as a period of free and compulsory schooling vide the constitutionalamendment making education a fundamental right. We will read about this Act in detailunder Section 18.9 of this lesson. The National Policy on Education 1986 emphasized

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that thrust areas in elementary education will bei) universal access and enrolment.ii) universal retention of children upto fourteen years of age in the school.iii) substantial improvement in the quality of education to enable all children to achieveessential levels of learning.Sarva Shiksha Abhiyan was a flagship programme of the Central Government foruniversalization of elementary education started in 2001 .2. Secondary Education :

(i) Secondary education begins to expose students to the differentiated roles of science, the humanities and social sciences. (ii) This is an appropriate stage to provide children with a sense of history and national perspective give them opportunities to understand their constitutional duties and rights as citizens. (iii) Conscious internalisation of a healthy work ethos and of the values of a humane and composite culture will be brought about through appropriately formulated curricula. (iv) Vocationalisation through specialised institutions or through the refashioning of secondary education can, at this stage, provide valuable man-power for economic growth.

The Policy Access to Secondary Education will be widened to cover areas unserved by it at present. In other areas, the main emphasis will be on consolidation.

6. Pace Setting Schools (Navodaya Vidayalayas)

(i) Provision of Good Education. It is universally accepted that children with special talent or aptitude should be provided opportunities to proceed at a faster pace, by making good quality education available to them, irrespective of their capacity to pay for it .

(ii) Role of Navodaya Vidyalayas. Pace-setting Schools or Navodaya Vidyalayas intended to serve the above said purpose will be established in various parts of the country on a given pattern but will full scope for innovation and experimentation.

(iii) Aims of Navodaya Vidyalayas. Their broad aim will be: (a) To serve the objective of excellence, coupled with equity and social justice (with reservation for SCs and STs). (b) To promote national integration by providing opportunities to talented children, largely rural, from different parts of the country to live and learn together. (c) To develop their full potential. (d) To become catalysts of a nation-wide programme of school improvement.

The schools will be residential and free of charge.The Policy Access to Secondary Education will be widened to cover areas unserved by it at present. In other areas, the main emphasis will be on consolidation.

6. Pace Setting Schools (Navodaya Vidayalayas)

(i) Provision of Good Education. It is universally accepted that children with special talent or aptitude should be provided opportunities to proceed at a faster pace,

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by making good quality education available to them, irrespective of their capacity to pay for it .

(ii) Role of Navodaya Vidyalayas. Pace-setting Schools or Navodaya Vidyalayas intended to serve the above said purpose will be established in various parts of the country on a given pattern but will full scope for innovation and experimentation.

(iii) Aims of Navodaya Vidyalayas. Their broad aim will be: (a) To serve the objective of excellence, coupled with equity and social justice (with reservation for SCs and STs). (b) To promote national integration by providing opportunities to talented children, largely rural, from different parts of the country to live and learn together. (c) To develop their full potential. (d) To become catalysts of a nation-wide programme of school improvement.

(iv) The schools will be residential and free of charge.After giving the knowledge about the basic concept of education, secondary education should also be given. There is no need that this type of education should be given to all. This type of education includes vocational education. Our government has established some training centers to give this type of education. “Secondary school is a period of intense physical change and formation of identity. It is

also the period of intense vibrancy and energy.”There has been a phenomenal expansion of secondary education since independence. Itcovers children of age group 14-18 (classes 9th to 12th). According to 2001 census 88.5million children are enrolled in secondary education. However enrolment figures show thatonly 31 million of these children were attending schools in 2001-2002. While a greatincrease has taken place in number of schools and in enrolment, there has been a lesserincrease in the number of teachers. It is obvious that, on the whole it has adversely affectedthe teacher-pupil ratio. The pressure for expansion will most certainly continue and mayindeed increase as the country progresses towards the universalisation of education.Although anyone in India who wishes to pursue secondary education (upto class X) isallowed to do so, not more than half of those who pass the upper primary stage join thesecondary classes. After the success of SSA at elementary stage, the central governmentis all set to achieve the goal of universalization of secondary education under the RashtriyaMadhyamik Shiksha Abhiyan, about which we will read in some detail under Section18.9.Vocational education is a distinct stream at Senior Secondary Stage. It aims at preparingstudents for various occupations involving various kinds of activities. Vocationalisation ofhigher secondary education was a major objective of the reforms envisaged in the FirstEducation Policy adopted in 1968. However, the attempts made till now have not bornefruits and enrolment in the scheme, which was expected to include around 50% of studentsat the +2 level, has remained marginal and confined to a few states. According to theplanning commission report for the 11th five year plan, there are about 5114 IndustrialTraining Institutes (ITI’s) imparting training in 57 engineering and 50 non-engineering trades.A positive step in this direction in recent times has been the setting up of a National SkillDevelopment Mission and Training.

3. Higher Education :

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Higher Education

a) Autonomous colleges will be helped to develop in large numbers until the affiliating system is replaced by a freer and more creative association of universities with colleges.

b) Courses and programmes will be redesigned to meet the demands of specialisation better.

c) A major effort will be directed towards the transformation of teaching methods. Audio-visual aids and electronic equipment will be introduced, development of science and technology, curricula and material, research and teacher orientation will receive attention. This will require preparation of teachers at the beginning of the service as well as continuing education thereafter. Teachers‘ performance will be systematically assessed.

Higher education is a very important part of a development nation. This type of education is given in colleges, universities and in training centers. It also includes technical education. But it should be given to a few people.

Thus we want to give the primary education to all, secondary education to some people. Means of education should be divided according to primary, secondary and higher education. Thus secondary and primary education should be quantative and higher education should be quantitative.

The first Prime Minister of India, late Pt. Jawaharlal Nehru, who laid the foundation of theprocess of India’s modernisation, declared that if all is well with the Universities, all wouldbe well with the nation. Higher education begins after a student completes senior secondary(class XII) stage. He then enters a college which is part of a university. Despite the keyrole assigned to higher education, the development in this field has been extremely uneven.While few colleges and universities are playing a crucial role in academic excellence, thegeneral condition of universities and colleges is a matter of great concern to the nation.The number of students in the age group of 18-20 years enrolled for higher education islow. The proportion is even more adverse in some regions, particularly in case of women,scheduled castes and tribes. Rural areas have been touched only marginally by highereducation of quality. The facilities in colleges vary widely. It is important that courses inhigher education offer programmes of study and courses closely related to life, aimed atthe development of personality, reasoning and learning capabilities of students. The Statehas subsidised higher education very greatly. A college student pays by way of fees a verysmall amount of money. The rest of the expenses on his education is paid by the State orthe Central Government. This is public money which must be carefully spent for those whodeserve higher education.

“Education is the manifestation of perfection in Man” – Swami Vivekananda

Quality of higher Education

• Remarkable achievements of western universities

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• Student migration to American, West European, Russian and Chinese Universities.

• Indian students are larger in number in any university abroad in search of quality education

• New subjects – new methodology- inter disciplinary

PRIVATIZATION OF HIGHER EDUCATION

Towards Privatization of Higher Education in India The 1990s saw major developments and turn of events in higher education in India. According to Jandhyala B.G. Tilak of the then National Institute of Educational Planning and Administration (Privatisation of Higher Education in India, 2002), public funding for higher education should be drastically reduced. In 1997, the Government of India in its proposals for subsidies accorded higher education the status of a ‗non-merit good‘ for the first time while elementary education remained ‗merit-good‘ which need not be subsidized by the State at the same level as merit good. However, the road ahead for India is directly linked to creation of quality higher education institutions in a big way to meet the challenge of being the knowledge hub, which India is fast losing. The Government resources for higher education are simply not enough. Government supervision of higher education is dismal. Recourse to quality private higher education, both university and non-university, India needs to have a proactive demand based policy towards private higher education including foreign institutions/universities desirous of setting up campus in India or entering into joint-ventures. Gradually there has been a general trend towards liberalization and opening of education sector to private initiative. Steps such as offering tax concessions/fiscal incentives for setting up campuses are under consideration. Thus the era of serious thought on privatization of higher education in India has began.

Education and Privatization Applied to the education sector, privatization can be seen as part of the wider reform of the public sector. Education is both a private and social investment. It is therefore the responsibility of both the individual including the student, his family and even his employers and the society which includes the community and the state. The areas of shift in the education sector are mainly decision and responsibility of money, administration and a relevant curriculum of high quality. Privatization is management by private sector with total absence of government intervention. Such institutions generate their own funds through higher fees, user charges and full use of resources. They survive on the philosophy that they do not have to pay for those who can pay. Privatization of higher education has emerged in several forms and types in the recent decade in India.

1. Privatization within government higher education institutions takes place in the form of introducing self-financing courses within government institutions.

2. Converting government aided private institution in to private self financing institution.

3. Allowing expanding self financing private institution with recognition and also without recognition, which may be termed as commercial private higher education institutions.

Factors Responsible for Privatization of Higher Education (Need for Privatization)

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1. Need for competitive efficiency: Main justification for privatization rests heavily on the grounds of efficiency to promote a more competitive economic environment. Operation of public sector enterprises is considered inefficient. It is believed that private ownership and control are more efficient in terms of resource allocation and work.

2. Growth in population: India has a population of nearly one hundred and seven cores. In order to provide to a large number of people, more private institutions are needed. To fulfill the demand for higher education of young people in the country privatization of higher education is needed.

3. Financial burden on government: Higher education in India is in financial stress. The government can no longer bear the financial burden of public enterprises. Current spending on education in India is not more than 3.5% of GDP. The center itself concedes that the minimum should be 6%. Very little is being spent on higher education. This compares unfavorably with the international levels. Therefore there is a need to evolve policy through which private resources are mobilized.

4. Education is an economic good: Education is no more being as a social service but as a necessary economic input. Investment in education is treated as a factor contributing to the development of human resources. In this effort private initiative can help since the private sector is the beneficiary of the knowledge industry.

5. Quest for quality: Private institutions do not require long procedures for procurement of human as well as material resources. In order to purchase and maintain good qualitative infrastructure and equipment like furniture, buildings, different types of laboratories and qualified and competent academic staff, who can be paid as per the demand, there is a need for privatization.

6. Rapid growth of school education: Growing number of schools naturally push the demand higher education which the government is not able to provide.

7. Fulfilling the need for skilled manpower: There is very little initiative from the public sector due to limited freedom. Private institutions are free to initiate modern and advanced courses in order to fulfill the demand for subjects which facilitate economic development of the market and the nation.

8. Curtailment of corruption: In order to control the corruption in the government sector, private sector is much needed. Privatization stops the corruption to some extent and brings about some discipline. As a result there will be capacity utilization.

9. Desire for more autonomy: Privatization of higher education will provide autonomy to institutions and there will be less dependency on the government. This will remove political interference in areas of administration, management and finance.

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10. Synergy for information based economy: In the present times there is a need for interaction between UGC, academic institutions of higher learning, industry, R&D institutions and funding agencies. This could be achieved by a synergy process wherein they will be partners in various activities, complementing each other in reaching their visions, objectives and goals.

11. Technological developments: Information revolution has been brought about and strengthened due to technological developments such as microchips, genetics, communications, robots, lasers, growth of satellite TV and computer technologies. Due to limited resources public sector cannot meet the demands of the industry and other sectors of economy. Thus private sector can undertake to train manpower in technology and respond to market demands.

12. Greater responsibility with the recipients of education: Over the years education has been considered as a free public good thereby devaluing education. Privatization of education where the recipient will bear the full cost will help bring greater responsibility in them. As a consequence, students are likely to demand greater efficiency and quality in teaching. Advantages of Privatization

1) Decentralization and debureaucratization of educational institutions

2) Initiatives in educational reforms

3) Innovativeness in teaching and evaluation

4) Tailor made services and provision of wide choice of courses and subjects to students

5) Competition

6) Quality education and training

7) Shaping of the curriculum according to global, national and local needs

8) Availability and better maintenance of resources

9) Transparency in all procedures

10) Fulfill the need of the country in liberalization, privatization, and globalization.

11) Utility of human and physical resources in proper way

Fears in Privatization 1) Will adversely affect the poor

2) Undermine equity, diversity and openness

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3) Does not address issues of equality, fairness and responsibility

4) Exorbitant fees will deprive many of availing education

5) Accountability problem will arise

6) Courses in humanities and social sciences will be sidelined due to no economic gain

7) Civic and democratic values may not get passed down

8) Apprehensions about job security and retrenchment of staff

9) Cost saving will lead cost cutting

10) Collected funds may be misused by the owners

11) Favoritism towards family members and friends

12) Benefits remain un proven

Adult EducationRemoval of adult illiteracy has also been accepted as an imperative goal, Adult educationparticularly in the age group of 15-35 years has been included as part of the minimumneeds programme in the sixth plan. In this regard National Literacy Mission (NLM) objectiveis to impart functional literacy to 80 million illiterate persons. The literacy rate afterindependence in 1951 of 7+ population was 18.3% which increased in 2011 to 74.0percent. The male literacy rate is 82.14% and female is 65.46%.

Technical and Vocational Education Training (TVET)It is impossible to overestimate the importance of technical education. India already hasone of the largest reserviors of trained manpower. Technical and management curriculumwas targeted on current as well as the projected needs of industry. Technically trainedpersons have already been a source of strength for scientific and industrial development. Itis often suggested that talented engineering students are not provided the kind of jobs andwork environment which would give them a sense of achievement and job satisfaction.This has resulted in a significant incidence of brain drain either to the developed countriesor to the management stream. When brilliant young men and women, who are highlyeducated and talented, leave the country and go to a foreign country in search of betterincome, it is called brain drain. There are several centres of excellence in technical andprofessional educaiton in India like the Indian Institutes of Technology (IIT) and IndianInstitutes of Management (IIM)National Education PolicySince independence, the Nation has invested a large part of its resources in education. It,therefore, has a right to expect the efficient functioning of educational institutions. The firstNational Education Policy of 1968 marked a significant step in the history of education inpost-independence India. It aimed to promote national progress, a sense of common

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citizenship and culture, and to strengthen national integration. It laid stress on the need fora radical reconstruction of the education system, technology, the cultivation of moral valuesand a closer relation between education and the life of the people.The new National Policy of Education (1986), was formulated on the strength ofconsiderable achievements in the last few years. India already has extensive network ofschools. Approximately 95% of the population is within one kilometre of a primary schooland 80% is within three kilometres of a middle school. In accordance with the NationalPolicy on Education (1986) a comprehensive programme ‘National Literacy Mission’(NLM) has been started for imparting literacy amongst the 15-35 age group.

Open University and Distance Learning

I. The open University system has been initiated in order to augment opportunities for higher education and as an instrument of democrating education.

II. The Indira Gandhi National open University established in 1985 in fulfilment of these objectives, will be strengthened.

III. This powerful instrument will have to be developed with care and extended with caution.

There are many learners who are compelled to discontinue their studies in the formalsystem. This may be because of financial, geographical, academic or medical reasons.Open and Distance Learning (ODL) system is meant for such learners. In this system thelearner can learn through lessons sent by the institutions of distance learning without attendingclasses. These students can keep themselves engaged in service or business while studying.The learner is not in direct touch with the teacher. He is at a distance. Open School atpresent offers both secondary (Class X) and senior secondary (Class XII) education. Youhave joined Open School. You know that while retaining your regular employment, youare also studying through the lessons sent to you. These lessons have been prepared witha lot of care. The system is open because there is flexibility in terms of pace, place andtime. You are free to select any combination of subjects and pass them at your convenienceover a period of five years. Similar facility is being provided at higher level by the IndiraGandhi National Open University.These institutions will go a long way in taking education to every Indian citizen who maynot have been able to continue with the regular stream of education. Thus, education hasdeveloped at a rapid pace in India since independence. The national goals of development,integration, excellence and equality in the sphere of education can be fulfilled only whenevery child in the country crosses a minimum threshold of educational attainment. A holisticatmosphere of development, hard work and excellence has to be built up through aprogramme which involves everybody as a promoter as well as a recipient of new attitudesand ideas.

Technical and Management Education Although, the two streams of technical and management education are functioning separately, it is essential to look at them together, in view of their close

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relationship and complementary concerns. The re-organisation of Technical and Management Education should take into account the anticipated scenario by the turn of the century, with specific reference to the likely changes in the economy, social environment, production and management processes, the rapid expansion of knowledge and the great audances in science and technology.

Value Education

I. Moral Values. The growing concern over the erosion of essential values and an increasing cynicism in society has brought to focus the need for readjustments in the curriculum in order to make education of social and moral values.

II. Eternal Values. In our culturally plural society, education should foster universal and eternal values, oriented towards the unity and integration of our people. Such value education should help eliminate obscurantism, religious fanaticism, violence, superstition and fatalism.

III. Positive Content. Apart from this combative role value education has a profound positive content, based on our heritage, national goals universal perceptions. it should lay primary emphasis on this aspect.

Books and Libraries

I. Availability of Books. The availability of books at low prices its indispensible for people‘s education. Effort will be made to secure easy accessibility to books for all segments of the population.

II. Improvement of Quality. Measures will be taken to improve the quality of books, promote the reading habit and encourage creative writing.

III. Author’s interest. Author‘s interest will be protected.

IV. Translation of Foreign Books. Good translation of foreign books into Indian languages will be supported..

V. Children Books. Special attention will be paid to the production of quality books for children, including text books and work books.

VI. Improvement of Libraries. A nation-wide movement for the improvement of existing libraries and the establishment of few ones will be taken up. Provision will be made in all educational institutions for library facilities and the status of librarians improved.

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4. Work Experience Work experience would comprise activities in accord with the interests, abilities and needs of students, the level of skills and knowledge to be upgraded with the stages of education. This experience to be helpful on his entry into the workforce. Pre-vocational programmes provided at the lower secondary stage will also facilities the choice of the vocational courses at the higher secondary stage. 5. Education and Environment There is a paramount need to create a consciousness of the environment. It must permeate all ages all sections of society beginning with the child. Environmental consciousness should inform teaching in schools and colleges. This aspect will be integrated in the educational process. 6. Mathematics Teaching

I. Mathematics should be visualised as the vehicle to train a child to think, reason, analyse and to articulate logically. Apart from being a specific subject, it should be treated as concomitant to any subject involving analysis and reasoning.

II. With the recent introduction of computer in schools, educational computing and the emergence of learning through the understanding of cause-effect relationships and the interplay of variables, the teaching of mathematics will be suitably redesigned to bring it in line with modern technological devices.

7. Science Education

I. Science education will be strengthened so as to develop in the child well defined abilities and values such as the spirit of inquiry, creativity, objectivity, the courage to question and an aesthetic sensibility.

II. Science education programmes will be designed to enable the learner to aquire problem solving and decision making skills and to discover the relationship of science with health, agriculture, industry and other aspects of daily life. Every effort will be made to extend science education to the vast numbers who have remained outside the pale of formal education. Sports and Physical Education Sports and physical education are an integral part of the learning process and will be included in the evaluation of performance. A nation-wide infrastructure for physical education, sports and games will be built into the educational edifice.The Role of Youth Opportunities will be provided for the youth to involve them selves in national and social development through educational institutions and outside them. Students will be required to participate in one or the other of existing schemes, namely, the National service Scheme, National Cadet Corps, etc. outside the institutions, the youth will be encouraged to take up programmes of development reform and extension. The National Service Volunteer Scheme will be strengthened.

Evaluation Process and Examination Reform The objective will be to re-cast the examination system so as to ensure a method of assessment that is a valid and reliable measure of student development. Following measures will be taken:

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a) The elimination of excessive element of chance and subjectivity.

b) The de-emphasis of memorisation.

c) Effective use of the evaluation process by teachers, students and parents.

d) Improvement in the conduct of examinations.

e) Introduction of concointal changes instructional materials and methodology.

f) Introduction of the semester system from the secondary stage in a phased manner.

g) The use of grades in place of marks.

Need for Examination Reforms The Indian education system is criticized for a number of gaps in its examination system. It is criticized for not keeping pace with the demand of the outside world, for not being scientific and comprehensive for not considering the practical skills required for good adjustment and for its traditional methods of measurements. Time and again various committees and commissions have tried to address the inherent malice in the examination system. After independence, University Education Commission (1948-49), Secondary Education Commission (1952-53), the Kothari Commission (1964-66) and the Yashpal Committee (2009) have suggested examination reforms. Dr. S. Radhakrishna, who chaired the University Education Commission (1948-49), said that ―we are convinced that if we are to suggest one single reform in the university education, it should be that of the examination…and if examinations are necessary, a thorough reform of these is still more necessary‖. Some recommendation of The Radhakrishna Commission with regard to improvement of examination system are:-

Essay type test question to be supplemented by the introduction of objective type test.

The work done by the students all through the year should also be taken into consideration and 1/3rd mark should be reserved for it.

There should be one public examination at the end of each of the 3 years of the degree course and not only one examination at the end of the three years.

Nobody should be appointed as an examiner unless he has 5 years teaching experience in the subject.

Viva Voce examination should be held to test the competence of the candidate in general knowledge.

The system of grace mark should be abolished. Problems with the Present Examination System

The entire education system is centered around examinations.

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Evaluation means to conduct the examination and to give marks and ranks to students.

Student‘s knowledge is often limited to rote memorizing and reproducing the same in the examinations. Their innate talents are not recognized; instead their capability in writing examination is being tested. It is restricted to only by- hearting /rote memory.

There is no uniformity in evaluation. Different types of evaluation systems are prevailing in different Boards i.e. Government, ICSE, CBSE etc. There is no flexibility in the conducting of tests. It is the rigid Board examinations that are only helping in classifying students as meritorious and slow- learners i.e. in turn pass/fail This leads to unhealthy discrimination.

The tests and examinations conducted at present are only testing the memory power of the students; they are not measuring the higher order skills of learning like analysis, synthesis and problem solving.

The examinations are mechanical Correcting and posting of marks is done routinely. There is no scope for remedial teaching and testing to know how far a student is lagging behind. Examinations are not helping in assessing the all-round development of the student that is in co-curricular activities, social-personal qualities, health status and level of competencies.

Reforms Proposed in the Examination System

To follow what is espoused in Right to Education (RTE) 2009. Evaluation should have a broader framework and it should not be limited to examinations alone. Exams should include students‘ displays, projects, seminars, collection of information and reports.

The examinations should not create fear or stress for the student.

Evaluation should be continuous and comprehensive and it should be the part and parcel of daily teaching learning process. It should not restrict to rote – memory.

When construction of knowledge becomes primary in curriculum the evaluation should be continuous and comprehensive i.e. along with the teaching – learning process.

The assessment should be based on day to day activities.

The examinations should not be restricted/limited to writing but extended to assessment tools like observation, discussion, note- taking/recording, collection of opinions etc. the assessment should not only be teacher – based but also on peer groups, parents and other.

In 2011 the ministry of HRD has proposed the following:

Scrap the compulsory class 10 board exam, for it is merely a source of unneeded pressure for both students and parents. For a student studying within the same institution, an internal assessment is sufficient to determine the subjects he must pursue further. However, a provision will be made for an optional all-India exam for students entering pre-university / junior college after class 10.

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Invite Foreign Direct Investment (FDI) in the education sector as India becomes an attractive economy. However, even big names like Harvard and Wharton must adhere to Indian norms, both in terms of fee, and reservations. These are strategically termed as affirmative action.

Improve the quality and standard of primary education in government schools, which by the Right to Education bill is meant to be free for all.

Teacher Education

a) Teacher education is a continuous process and its pre-service and in-service components are inseparable.

b) District Institutes of Education and Training (DIET) will be established with the capability to orgainse pre-service and in-service courses for elementary school teachers and for the personnel working in non-formal and adult education.

c) Selected Secondary Teacher Training Colleges will be up-graded to complement the work of State Councils of Educational Research and Training. Preparing Teacher Educators for Leadership Role The committee notes the following situation with concern:

(a) Educational objectives and strategies are planned in isolation of those who have to implement them, i.e., teachers and teacher educators. Consequently, they interpret the objectives and strategies according to their own perception and this can even result in action that may be diametrically opposite of what was intended.

(b) Teachers and teacher educators do not have any concern role in policy implementation or its monitoring. Their role is confined to doing only what they are told.

(c) The teacher training institutions, irrespective of their level or status, are essentially service institutions, meeting the expectations of policy framers.

(d) The teachers, teacher educators and the training institutions must be assigned a leadership, strategy formulation, implementation and monitoring role. Unless this is done, the system is unlikely to respond to exhortations to change and serve the society. They lack today the necessary motivation, aptitude and competence to assume the leadership role but this cannot be excuse for not taking the first step forward in the right direction. With appropriate inputs and mechanism for their growth, a process needs to be generated right away to ultimately place the responsibility where it legitimately belongs. In this, the teacher educator would have a pivotal role.

1. Should preferably belong to the cadre of school teachers and must have experienced the system at least for a few years.

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2. Should also have exposure to the outside world at large in order to acquire a broader perspective.

3. Should be of high academic competence.

4. Should possess as integrated view of knowledge and conviction in the interventionist role of education.

5. Should have a historical and socio-economic understanding of the problem and issues faced by Indian society, as also the world.

6. Should have empathy and burning concern for the under privileged.

7. Should have competence for research and an aptitude for using research as a powerful tool for educational and social development.

8. Should be distinguished by having personal attributes such as:

a) Ability to think and work with a sense of independence.

b) Ability to act against the prevalent or populist opinion.

c) Ability to convince and catalyze people.

d) Ability to lead both by precept and practice.

e) Ability for creative and sustained action.

f) Ability to mobilize resources, both human and financial, from within and outside the community.

g) Ability to work with different segments of society, including the Government.

h) A high motivation for need achievement which will include:

a. A desire to achieve

b. Ability to work even when demotivating factors are present.

c. A willingness to accept responsibility and feel accountable.

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d. High inter-personal skills. In order to develop such a teacher educator, a special programme of education, having the necessary status and resources would have to be developed. The programme would give adequate weightage to cognitive, affective and operational components of the role expected of a teacher educator. Institutions running these programmes must play an active role in educational policy making, planning, implementation and monitoring from the very beginning, thereby also providing a field situation in which the trainees of a teacher educator programme would receive training.

The Management of Education

1. At National Level The Central Advisory Board of Education will play of pivotal role in reviewing educational development, determining the changes required to improve the system and monitoring implementation

2. Indian Education Service

A proper management structure in education will entail the establishment of the Indian Education Service as an All India Service.

3. At State Level

State Government may establish State Advisory Boards of Education on the lines of CABE.

4. At District and Local Level

a) District Board of Education will be created to manage education up to the higher secondary level.

b) Local communities, through appropriate bodies, will be assigned a major role in programmes of school improvement.

5. Voluntary Agencies and Aided Institutions

Non-government and Voluntary effort including social activist groups will be encouraged, subject to proper management, and financial assistance provided.

PROBLEMS OF WASTAGE AND STAGNATION IN EDUCATION

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Meaning of Wastage Wastage means premature withdrawal of children from schools at any stage before completion of the courses. Wastage can occur at the primary, secondary or at the higher education levels. Any student, who receives education at any stage, is expected to complete his education within the prescribed period. If one withdraws from the course before completion, then that individual or individuals are deemed to be wastage to the course. In Primary Education, the main objective is the attainment of stable literary through five year schooling. If a child entering school leaves it or is withdrawn from school before completing class V, it leads to wastage in education. Such students who do not complete the study of their curriculum and consequently the time, money and energy expended on such students prove to be sheer wastage. Hence the most popular use of the word "Wastage" in education means the wastage of time, effort and money. A rough and ready method to measure wastage is to compare diminution in enrolment from class to class in series of years.

Meaning of Stagnation The students at every stage of education are expected to pass the examination after finishing the whole course. But it has been found that in general practice many students are not able to pass the examinations in one class or in more than one class within the prescribed period. Thus, they fail and remain in the same class. These failed students repeat the same class and course whereas their other colleagues pass that class and study in the next upper class. This process has been called the process of stagnation. Thus stagnation means the stay of students in a particular class for more than one year. 'Stagnation' in education means the detention of a student in a class for more than one year on account of his unsatisfactory progress. Thus stagnation also in a way means wastage.

Causes of Wastage and Stagnation The causes of wastage and stagnation can be categorised as economic, educational and social.

1) Economic Causes: Parents involve their children in domestic work or in work outside the home to supplement family earnings, due to poverty. Financial handicap and no time to study is responsible for wastage and stagnation. Even though there is the provision of free education of their children, immense poverty makes the people unable to meet other expenses connected with the education. Again, out of poverty children lack minimum diet and are unable to stay for long in schools.

2) Social Causes: Class and caste distinctions prevail in India, the former in urban areas and the latter in rural areas. In the case of girls, an early marriage prevents their education. There is an opposition to send grown up girls to schools especially to the mixed schools without women teachers. Muslim parents are quite orthodox about their girls. Even in the case of boys some parents due to caste restrictions do not want their children to mix with upper caste boys and girls. Sometimes children in schools suffer from diseases and they are withdrawn for a long period from school causing wastage. Death of one of the parents or both causes much hardship to children. Orphan children drop-out from school without completing education, and so the wastage.

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3) Educational Causes: Educational causes are responsible for another 30% of wastage. According to the Government of India "The educational institutions being ill-equipped, poorly housed and with dull and depressing environment unfortunately could not exercise effective influence". Children are not attracted to schools. Lack of adequate hostel facilities, too much of over-crowded schools with high pupil-teacher ratio become the main causes of wastage and stagnation. Again, increased number of single-teacher schools, inefficient teaching, lack of teacher-pupil contact, and frequent transfer of teachers disturbed the quality of instruction which ultimately cause much wastage and stagnation. Further, inefficient and poor quality of teachers, defective examinations, uninteresting curricula, lack of proper parental attitude, absence of school health services and school mid-day meals are responsible for much of wastage and stagnation in schools.

RECENT DEVELOPMENTS IN EDUCATION• New Colleges and universities under Self Financing Scheme (Private)• Autonomous status to colleges • Degree Conferring status to colleges• Accreditation by Professional bodies like NAAC• Supervision and Control by Professional Bodies like MCI,AICTE• Job Oriented courses for employability• Add on courses – Certificate,Diploma

Right to Education ActThe 86th Constitutional amendment, making education a fundamental right was passed byParliament in 2002. The Right of Children to Free and Compulsory Education Act, a lawto enable the implementation of the fundamental right, was passed by the Parliament inApril 2010.The law makes it obligatory on part of the state governments and local bodies to ensure that every child in the age group 6-14 gets free elementary education in a school in theneighbourhood. At present, there are nearly 22 crore children in the relevant age group.However, 4.6 per cent of these children (nearly 92 lakh) are out of school.As per the Act, the school mangement committee or the local authority will identify thedrop-outs or out of school children above six years of age and admit them in classesappropriate to their age after giving special training.

Rastriya Madhyamik Shiksha Abhiyan (RMSA)RMSA is a centrally sponsored scheme for Universalisation of access to and improvementof quality education at Secondary stage was implemented during 11th five year plan period.The goal of RMSA is to make secondary education of good quality available, accessibleand affordable to all young students in the age group 15-16 years (classes IX and X). Themajor target of the scheme is (i) Universal access of Secondary level education to allstudents in the age group 15-16 years by 2015 by providing a secondary school within 5kilometers of any habitation and a higher secondary school within 7 kilometers of anyhabitation and (ii) Universal retention by 2010.

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Strategies for implementation of RMSA(i) To provide access of secondary school to students, following strategies have envisagedin the RMSA framework.(a) up gradation of upper primary schools through construction of classroomslaboratories, computer rooms, headmaster room, library rooms, separate toiletsfor girls and boys, appointment of additional teachers and(b) Strengthening of existing secondary schools through construction of classrooms,computer rooms, separate toilets for girls and boys, appointment of additionalteachers, strengthening of lab facilities and repair and renovation of existing schoolbuildings.(ii) To remove disparity among the different social groups of people, the scheme envisagesthe special incentive for students belonging to SC/ST/minorities/other weaker sectionsof the society.(iii) To improve the quality of RMSA scheme it has been proposed that following workshould be carried out.a. Construction of science lab, librariesb. In service training of teachersc. Leadership training of school headd. Curricular reforms

e. Science and Maths educationf. Computer aided educaitong. Co-curricular activitiesh. Teaching learning aids

Origin of Dichotomy Education and Work :

In the primitive society, there was no dichotomy between education and work. The very living process was education for every individual. His physical environment, social environment and the world of work around him provided all the experiences necessary for his survival and development of his personality. Thus, the bulk of his education was through doing and involvement in productive work and services. Consequently, there was no apathy for manual work in those days and there was no distinction between the intellectual workers and the manual workers. However the communication skills were developed by imitating his family members and his neighbours. Gaining of knowledge for its own sake had little significance for him. The various utterances meant for propitiating the gods and knowledge about does and do not’s for better living were transmitted to him orally by his elders, and he memorized there by repeating what he listened to.

But gradually, as the individual families concentrated on specialising in particular occupational skills, the panorama of social structure also changed. There was division of labour which resulted in the development of the class and caste system based on occupations. Those who were concerned with intellectual and academic pursuits were regarded as belonging to the higher order and those who were concerned with manual work suffered a lower status. Acquiring and dispensing of literacy and numeracy

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remained the prerogative of the brahmins only. As a result of this, the distinction between the intellectual worker and the manual worker became distinct. This led to the development of dichotomy between general education and work. However, its effect was not so far reaching, because even in the ancient and medieval societies, division of labour was less marked and even those who pursued intellectually-biased non-formal as well as formal education, had to do all sorts of indoor as well as out-door manual work. In other words, the cleavage between the world of education and the world of work was not so wide as it became later. There was no provision of any work education in these institutions, which continued to serve the cause of the privileged elites who isolated themselves from those who were not educated in this system. The products of such educational system, also despised working with their hands and they had to depends upon their less fortunate brethren for every kind of manual work. Thus the separation between the intellectual workers and the manual workers increased further, and inclusion of productive manual work in general education was resisted by the former.

Benefits of Development of Education :

In recent times new educational opportunities have been invented, one such being correspondence education system. Today virtually every university in India is offering correspondence courses for different degrees and diplomas. In fact correspondence education has opened new vistas for the educational system which could not successfully meet the challenging problem of providing infrastructure for multitudes of new entrants into the portals of higher education. The public demand for higher education was initially met through evening colleges; now correspondence education has come to the rescue of the worried education administrators. The latest innovation of ‘open university’ has also been introduced in India in the form of Nagarjuna University at Hyderabad. An open university imparts education only through correspondence; and, in this respect, is to be differentiated from the regular universities which take up correspondence education in addition to the college education. Correspondence education provides an important means for drop-outs to improve their qualification and, for the employed the means to improve education and service prospects. In course of time the glamour for college education may decline if correspondence education is made very effective. The Indira Gandhi National Open University has been created at a national level.

Education is fundamental to human progress. It plays a prominent role in all-around development of individual as well as society. A large number of books have been written on the importance of education. Education plays a key role in creating patriotic, disciplined and productive manpower.

Educated manpower constitutes precious assets as well as agents for advancing the nation. Education means the fostering of personality through the unhampered development of innate qualities of a human being. It aims at integrated development of personality.

In principle, education to the citizen is the responsibility of the State since India is a welfare State. It is an integral part of the social sector of the economy. It adds to the efficiency and productivity of human resources leading to sustainable economic growth. Its direct and indirect effects can be observed on the performance of economic sector and social sector of the country. The role of State is important in education sector for its vertical and horizontal growth.

Education system in India is similar to that of various other South Asian countries. It consists of three major components- general education, vocational and technical, which till liberalisation of economy were public domain, i.e. they were State’s responsibility class grading divided education system from Primary level to Master level into 17

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years. Institutional set-up such as university is called the basic infrastructure which is determinant of educational development.

Since the liberalisation of economy, the education sector has been opened up for the private sector and for the joint venture investment. Before 1990 when education sector was State-led which was thought good but the limited resources’ allocation to education had limited its growth projects.

This contributed to the emergence of the free educational market keeping the consumers at the centre with choices of quality, quantity and other parameters. However, pattern of annual examination is said to be critically controversial for effective measurement of performance, quality and standard. Comparatively, semester examination is better in this regard and it is gradually becoming popular.

It is next to impossible to judge the efficiency of a student in a subject within the stipulated time of three hours. It is a highly debatable issue and much has been said on this system. Besides, the sincerity or otherwise of our teachers cannot be guaged by any yardstick. This is clear from the growth of coaching institutions and the increasing number of students joining them or rising trend of private tuitions.

Again, the greatest irony is that the best teachers are supposed to be employed in government schools, while people send their wards to the private schools. A sense of accountability is completely lacking on the part of the teachers. The worst victims of the whole system are the unfortunate students who are caught in a situation of complete chaos and confusion.

One of the major drawbacks of our present system of education in India is that it gives our students the impression that their aim in life is to pass the university examinations, instead of becoming a man of good character and sound temperament. This mentality has many socio-economic evils rooted in it. Naturally, the products of such education system do not contribute to the development of the country, but add to its woes.

The greatest drawback of present education system lies in the fact that there is a wide gap between education and its marketability. Our education system does not groom young men and women in a way that they can meet the requirement of job market. Every educated person wants to be a quill-driven, and only a few lucky ones are able to secure jobs in government or Private offices.

A majority of these young educated persons have to struggle hard to fulfil their basic requirement which, obviously, brings in them a deep sense of frustration and confusion. Sometimes these frustrated youth come into the contact of anti-social elements leading them to involve in anti- national, disruptive and destructive activities.

Our secondary educational system is equally plagued with problems which have negative bearing on the education system. It merely acts as preparation ground for university education. Besides, lack of uniformity in examination evaluation system, variation in syllabus and pattern of education, the syllabus itself is unwieldy and often redundant, not in accordance with the changing socio-economic scenario.

Of course, our education system is not indigenous. It was in fact drawn by the British who actually wanted to exploit the intellectual resources of the intelligent people for their own benefits. In other words, they were merely interested in producing a class of officers who may efficiently carry on their plans and programmes and implement them with sincerity. The Britishers, however, succeeded in their mission.

This class later becomes an integral part of their administrative set-up and very loyal to the foreign forces. This privileged class had nothing in common with vast majority of illiterate people who were looked down upon by them. In

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course of time, they lost charm and utility, when the country was faced with unemployment problem. But it is really an irony that the country after gaining independence did not realise the need to bring about changes in the education system in conformity with the needs of a new society which got independence after centuries of slavery. Unfortunately, it has not been changed even today.

The remedial measures which are required to be taken should be started from primary level. It should be more creative and interesting, giving more emphasis to oral and practical learning. Syllabus should be fashioned in this way that it looks enjoyable and not gruesome burden. Children’s national curiosity should be aroused and it should be satisfied logically and rationally so that it may encourage their sense of learning. At the secondary level a pattern of common entrance test should be introduced in which merit should constitute main consideration and everyone should be given equal opportunity.

Though this system has been started in some States, the need is to make it uniform throughout the country. This could reduce the anxiety about the unevenness of marks offered by different high-level schools. Besides, uniformity should also be followed in the examination evaluation system and in syllabus as well. An independent autonomous body should be formed to guide, monitor and supervise all these things. Furthermore, there should be a proper performance appraisal system for the faculty members. Accountability should be laid down on the teachers in case of poor performance.

The system of private tuition should be banned completely, because the teachers having secured increased pay packets from an obliging government do not take interest in performing their duties with full sincerity and devotion.

In addition, commercialisation of education should be stopped. The evil practice of charging capitation fee is an open manifestation of this in which the highest payer is assured a place in educational institution of high repute, paying little attention to merit.

Resource constraints constitute a major problem of an education system. Investment in education is a core factor of educational development. Of course, the growth of education investment leads to good performance of education. Hence, education investment should be given top priority. No doubt, a good, sound, realistic education system with a scientific base can eliminate want, hunger, diseases and other ills of society. Education can be sensed as an instrument of enlightened social service and solid cultural attainments.

NATIONAL KNOWLEDGE COMMISSION

The National Knowledge Commission (NKC) was constituted on 13 June 2005 by the Prime Minister of India, Dr. Manmohan Singh. The Commission was to be a think-tank which would consider the possible policies that might sharpen India's comparative advantage in the knowledge-intensive service sectors. The NKC website was launched in February 2006. The Commission, in particular, was to advise the Prime Minister's Office on policies related to education, research institutes and reforms needed to make India competitive in the knowledge economy. The Commission was to recommend reform of the education sector, research laboratories, and intellectual property legislation. It was also to consider whether the Government could itself upgrade its use of the latest techniques to make its workings more transparent.

Working of the NKC

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The NKC consults a wide range of stake-holders and experts on each area before submitting the recommendations to the Prime Minister. Each area has a working group which is headed by a prominent person in that field. The Working Group members meet several times to submit a report to the NKC. The NKC members then hold discussions on the report before submitting it to the Prime Minister. After submitting the recommendations, an extensive coordination also takes place with the Planning Commission of India and relevant ministries of the Government. As many of the components of the education sector remains state subjects in India, NKC representatives also visit various state governments and conduct deliberations with secretaries of education departments for reforming of the education sector at the state level. Major Thrusts In December 2006, the Commission brought out a 'Report to the Nation 2006'. It includes the following recommendations submitted to the Prime Minister on libraries, knowledge, E-governance, translation, languages, and national portals. Many of the recommendations of the NKC are already in the implementation stage by different ministries of the Government. This includes areas such as libraries, e-governance and translation. Some of the major areas under work are higher education, vocational education, entrepreneurship and school education. Five Key Areas of the Knowledge Paradigm The National Knowledge Commission deliberations have focused on five key areas of the knowledge paradigm.

NKC Recommendations for Higher Education The objectives of reform and change in the higher education system must be expansion, excellence and inclusion. For Expansion 1. Create many more universities i.e. nearly1500 universities nationwide or some clusters of affiliated colleges could also become universities to attain a gross enrolment ratio of at least 15 per cent by 2015; 2. Change the system of regulation for higher education by establishing an Independent Regulatory Authority for Higher Education (IRAHE), independent of Government, its ministries and all other stakeholders; 3. Increase public spending and diversify sources of financing which can necessarily come from both public and private sources; 4. Establish 50 National Universities of the highest standard. They can be an example for the rest of the nation, and train students in a variety of disciplines, including humanities, social sciences, basic

The benefits of development of education is not reachable to the common peoples. It is reachable only to some special persons or rich people. All this is because only of commercial liegasion of education. A class of some selfish categorical teachers has been introducing in the field of education. But it is very necessary the teacher and educated person should be more responsible and liable to spread their educational knowledge to the poor students and masses. They should not pay their special attention to some special class students and rich persons. They should try their best to educate the poor students, children and adults. The benefits of education should be reachable to the each and every education willing person.

IMPACT OF GLOBALIZATION ON HIGHER EDUCATION

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'Globalization' is commonly used as a way of describing the spread and connectedness of production, communication and technologies across the world. ‗Globalization' is also referred to the efforts of the International Monetary Fund (IMF), the World Bank and others to create a global free market for goods and services. Globalization in the sense of connectivity in economic and cultural life across the world has been growing for centuries. However the speed of communication and exchange, the complexity and size of the networks involved, and the sheer volume of trade, interaction and risk can be labeled as 'globalization'. Globalization involves the diffusion of ideas, practices and technologies. It is something more than internationalization and universalization. It isn't simply modernization or westernization. It certainly isn't just the liberalization of markets. Anthony Giddens (1990: 64) has described globalization as 'the intensification of worldwide social relations which link distant localities in such a way that local happenings are shaped by events occurring many miles away and vice versa'. This involves a change in the way geography is understood and localness is experienced. Although it offers opportunity, it brings considerable risks, for example those linked to technological change.

Characteristics of Globalization

In economic terms, a rise in internationalized advertising and consumption patterns, a reduction in barriers to the free flow of goods, workers, and investments across national borders, and correspondingly, new pressures on the roles of worker and consumer in society.

In political terms, a certain loss of nation-state sovereignty, or at least the erosion of national autonomy, and, correspondingly, a weakening of the notion of the "citizen".

In cultural terms, a tension between the ways in which globalization brings forth more standardization and cultural homogeneity, while also bringing more fragmentation through the rise of locally oriented movements due to the desire of preserving one‘s identity. Sometimes this merger, between the global and the local is termed "the glocal."

Globalization and Education Globalization has affected many areas of human life, including education. Globalization has created an information based society. Educational scenario is rapidly changing because of globalization. The developments in technology and communication systems have brought about changes in the teaching and learning systems across the world. New ideas, change in values and knowledge, have changed the roles of students and teachers too. Education is now expected to shape children, the future citizens of the world into ‗global citizens‘, with a broad range of skills and knowledge. As such it is the need of the hour to include subjects which reflect this global outlook and provide individuals with a better chance of employment, which in turn leads to a better lifestyle, power and status. Technological advancements have introduced technology in the classrooms which have changed the way education is being delivered to the students. There is reliance on electronic sources such as the emergence of video conferencing and communication and information based technology, the Internet, with massive network of computers located throughout the world, to deliver the material. The rapid growth of television

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services, and influence of this media of mass communication, has also contributed to preparing a knowledgeable people. As a result, the barriers of distance are being broken down at a rapid rate, due to this key aspect of globalization. There is no need to be physically present in an educational institution in order to learn.

Impact of Globalization

The spread of education internationally, as a result of globalization, has affected cultures worldwide.

The capitalist society is gradually becoming global with a strong emphasis on free trade.

Educational institutions are becoming more market oriented, focusing their energy more on creating funds rather than providing sufficient education for students.

Due to this free trade there is inclination to end protection to education so that there is more competition and privatization in the education sector.

Universities and colleges around the world are forced to compete in the global capitalist market and engage in entrepreneurial activity to sustain themselves. This has changed institutional approaches to the development of overseas education.

University courses must now be cross-cultural in content, and cater to students entering higher education outside of their own country.

Due to globalization there have been changes in the labour market, which have resulted in need for more knowledge and skilled workers, and workers with deeper understandings of languages, cultures and business methods from all over the world.

Problems and Opportunities due to Globalization Globalization of higher education creates both challenges and opportunities. Education will be the answer to many problems raised by globalization.

Educational goals are seen to be an area of great concern in the era of globalization. It is here that universities play a crucially important role, for creating better society. It is impossible to ignore the local universities‘ need to reflect on the impact of globalization.

Universities providing a high quality education for the globalised world must focus on internationalism and cross-cultural communication.

Education should not become a means of westernizing the world but it should treat each unique culture and society with respect, realizing that global education is not only learning about the West, but also studying different cultures of the world, using different approaches, ways of teaching and different media.

Due to globalization, there has been commodification and the corporatization of institutions of higher learning. The state is gradually withdrawing from higher education and many state run institutions have been privatized and are being run as businesses. The private sector

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model of education delivery prevents the development of a meaningful approach to achieve the distinctive purposes, and objectives of education.

Corporations operate on the principles of cost reduction and profit maximization. These require introducing standardization and the packaging of product in compact, and measurable terms. Applied to education, these approaches would possibly negate its basic fabric and purpose. Education has always encouraged and represents openness, inquiry, diversity, research and limitless learning. Corporatization of education would make it elitist - the one provided by corporations for the masses and the poor who cannot afford going to the traditional institutions of learning, and the other for the rich and the affluent.

It is desirable that the state offer public services such as education than the private sector management. If the state gives up its control over education and education policy, then there is the risk of diminishing it to the status of a packaged product by profits can be made. Openness, diversity, scholarship, research and disinterested learning will be its biggest victims.

Importance of Global Education A global education should teach about issues that cross national boundaries, and interconnected systems on ecological, cultural, economical, political and technological. Such a program can draw upon expertise in many areas such as humanities, social science and environmental science. In the present borderless information society, education needs to respond to the demands of a rapidly globalizing world. This can be done by raising awareness of environment, peace, cultural and social diversity, increased competitiveness, and the concept of a global village. Such education is the requirement of the knowledge or information society. Education prepares the individual to connect - and live in harmony - with the environment around him. Globalization has changed the size, nature and quality of that environment. The challenge for higher education, therefore, is to reform, create and develop systems that prepare the individual to work in a borderless economy and live in a global society. In other words, our educational institutions need to produce global citizens.

Merits:

Indian education system offers world-class education and provides students with knowledge of every subject.Indian Education system has reduced the number of illiterates in IndiaIt provides holistic educationIndian Education system has helped to change the Indian society to a great extent.

Demerits:

India education system does not provide practical knowledge.It does not provide employment opportunities The quality of education is not very good as India is a vast country.

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Morals of the Project Report on Education :

Education is an important activity in society, it gives an opportunity to man to understand the world around him and his place in it In ancient times man was completely at the mercy of nature which was a complete mystery to him.

The dark forces of nature were beyond the comprehension of man and to console himself he had to depend upon the existence of supernatural powers and this led to the growth of religion and superstition.

The invention of tools, domestication of animals and growth of agriculture led to organization of society and along with this, developed social sciences.

Thus, in education we combine the study of natural laws with the laws governing the development of society- Knowledge and understanding come to us through the study of natural sciences (chemistry, physics, biology, etc.) and the social sciences (history, political science, etc.).

The acquisition, interlinking and the transmission of this knowledge and understanding is the primary function of education.

Ideally speaking, it is through education that members of society, particularly the youth, come to understand the working of society. Education should enable the youth to improve the working of the society.

Seen in this light, the purpose of education is not just to help students acquire degree and obtain jobs. If the society is not organized properly, jobs become difficult to acquire, degrees lose their meaning and education becomes a national waste as it is happening in many countries in the world today.

Education, properly speaking, should develop a spirit of inquiry and rational thinking in the youth so as to enable them to understand the society and change it wherever it is found lacking.

Ever since India attained Independence in 1947, we have been following, for inexplicable reasons, Lord Macaulay’s system of education. This system has since lost its relevance to the changed socio-economic scenario in the country.

As is well known, Lord Macaulay was an ardent champion of the British Raj. Therefore, it was natural for him to devise an educational system for India which would not foster real awareness and education.

It aimed at producing loyal, committed ‘babes’ to eater to the clerical needs of the British colonial Government of India.

But it was essential for the Indian administrators to change this educational system. A different system more suited to the requirements of an independent progressive India has to be evolved.

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From time to time, seminars or symposia were held to discuss the question of educational reforms and suggest an ideal educational system. However, nothing much could be achieved in this behalf.

Syllabi continued to be theoretical in nature, and irrelevant to the socio-cultural and economic contexts. Teaching methods and system of examination continued to be obsolete.

The result was that our educational institutions and universities, Instead of being citadels of learning and enlightenment, became dens of unrest and frustration.

Our students became irresponsible and directionless mob, out to destroy the very fabric of society. Instead of contributing to the progress of the nation, they became, to a large extent, a burden on the nation’s economy and society.

The first policy document on education was adopted in 1968, by the Government after Independence.

The National Education Policy, 1968 aimed to promote national progress, a sense of common citizenship and culture, and to strengthen national integration.

It called for radical reconstruction of the educational system and for greater attention to science and technology, the cultivation of moral values and closer relation between education and the life of the people.

However, even the Government admits that the general formulations incorporated in the 1968 policy did not get translated into a detailed strategy of implementation.

Some achievements since 1968 listed by the Government are: (a) acceptance of a common structure of education throughout the country and the introduction of the 10 plus 2 plus 3 system by most States; (b) laying down of common system of studies for boys and girls; (c) incorporation of science and mathematics as compulsory subjects; (d) restructuring of the courses at under-graduate level; (e) setting up of centres of advanced studies for post-graduate education and research.

A new draft National Policy on Education was approved by Parliament (n May 1986. The ‘Programme of Action’ to implement the new policy was adopted by the Government in August 1986.

The new education policy is broadly based on a document called “A challenge of education a perspective” laid by the then Education Minister in Parliament on 20 August 1985.

Education in India, says the new education policy document, stands at cross-roads today. Neither normal expansion nor the existing pace and nature of improvement can meet the needs of the situation.

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The catalytic action of education in the complex and dynamic process of our country needs to be planned meticulouslyand executed with great sensitivity life in the coming decades, it points out, is likely to bring new tensions together with unprecedented opportunities.

“To enable the people to benefit in the new environment will require new designs of human resource development. The coming generations should have the ability to internalize new ideas constantly and creatively.

They have to be imbued with a strong commitment to human values and social justice. All these call for better education, stresses the document.

The new Education Policy, 1936 calls for a National System of Education in which all students, irrespective of caste, creed, location or sex, should have access to education of a comparable quality.

The system will be based on a national curricular framework which contains a common core along with other components that are flexible. In higher education, technical education in particular, steps will be taken to facilitate inter regional mobility by providing equal access to every Indian of requisite merit, regardless of his origins.

The policy gives importance to removal of women’s illiteracy and obstacles inhibiting their access to, and retention in, elementary education.

Major emphasis will be laid on women’s participation in vocational, technical and professional education at different levels.

The central focus of the policy in the educational development of Scheduled Castes and Tribes in their equalization with the non-SC and ST population at all stages and levels of education, in all areas and in all the four dimensions rural male, rural female, urban male and urban female.

The policy also aims to integrate the physically and mentally handicapped with the general community as equal partners, to prepare them for normal growth and to enable them to face life with courage and confidence.

The policy outlines a vast programme of adult and continuing education through establishing centers of continuing education in rural and urban areas; post-secondary education institution; wider promotion of books, etc., radio, television and films; distance learning programmes; need and interest based vocational training programmes, etc.

The new thrust in elementary education emphasizes two aspects; (1) universal enrolment and universal retention of children up to 14 years of age; and (2) a substantial improvement in the quality of education.

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The policy pledges to provide essential facilities in primary schools, including at least two reasonable large rooms usable in all weathers, and necessary toys, blackboards, maps, charts and other learning material.

At least two teachers, one of them a woman, should be there in every school, the number increasing to one teacher per class as early as possible. To this end, the ‘Operation Blackboard’ has been launched all over the country to improve primary schools.

The policy also introduces a non-formal form of education for school dropouts, for children from habitations without schools, working children and girls who cannot attend whole day school.

In order to provide good quality modern education to the talented children predominantly from the rural areas, the government launched in 1985-86 a scheme to establish Navodaya Vidyaiaya on an average one in each district.

These vidyalayas are fully residential and coeducational and provide education in the streams of Humanities, Commerce, Science and Vocational up to +2 levels and are affiliated to CBSE. There are at present 359 sanctioned Vidyalayas in the country operating in 30 State/ UTs.

The National policy on Education (NPE), 1986 accorded high priority to vocationalisaiion of education at the secondary stage.

The NPE as revised in 1992 set the target of achieving diversion of 10 percent of the students at the +2 level to the vocational stream by 1995 and 25 percent by 2000 AD. A Joint Council for Vocational Education (JCVE) was set up in April 1990 for policy formulation and coordination at the national level.

In the field of higher education, provision will be made for minimum facilities and admission into colleges and universities and will be regulated according to capacity.

Courses and programmes will be redesigned and the present affiliation system will be replaced by a freer and more creative association of universities and colleges. Research will get more support.

The Open University system has been initiated to augment opportunities for higher education. The Indira Gandhi National Open University established in 1985 will be strengthened.

The policy provides for declining degrees from jots for which university degree need not be a necessary qualification.

Its implementation will lead to a refashioning of job-specific courses and afford greater justice to those candidates who, despite being equipped for a given job, are unable to get it because of an unnecessary preference for graduates, the document explains.

In the area of Technical and Management Education the policy maintains that reorganization should take into account the anticipated scenario by the turn of the century, with specific

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reference to the like changes in the economy, social environment, production and management processes, the rapid expansion of knowledge and the great advances in science and technology.

Step will be taken to make technical and management education cost-effective. The Computer Literacy and Studies’ in Schools has been made a centrally-sponsored scheme from 1993-94.

The curricula and processes of education will be enriched by cultural content in as many ways as possible. Children will be enabled to develop sensitivity to beauty, harmony and refinement.

Linkages will be established between the university system and institutions of higher learning in art, archaeology, oriental studies, etc.

As regards languages, the language policy of the Education policy of 1968 will be implemented more ‘energetically and purposefully’ the document says. The new policy also promises to make efforts to secure easy accessibility to books for all segment of the population.

The policy envisages reorganization of the methods of recruiting teachers to ensure merit, objectivity and conformity with spatial and functional requirement. The new programmes of teacher-education will emphasize continuing education.

District Institutes of Education and Training (DIET) will be set it to organize pre- service and in service courses for elementary school teachers and for the personnel working in non-formal and adult education.

Selected Secondary Teacher Training Colleges will be upgraded to complement the work of the State Council of Education Research and Training.

To give the policy a practical shape, lot of funds would be required. The policy says that resources will be raised by mobilizing donations, asking the beneficiary communities to maintain school buildings and supplies of some consumables, raising fees at higher levels, and by effecting saving by efficient use of facilities.

Institutions involved in research and development of technical and scientific manpower should also mobilize funds by leaving cuss or charge on the user agencies, including Government departments and entrepreneurs.

The Government and the community in general will find funds for programmes: universalisation of elementary education liquidating illiteracy, etc.

The Government’ stagy to make the new system work consists of (a) better legal to, and the g-eater accountability of, teacher; (b) provision of improved students’ services, and insistence on observance of acceptable norms of behaviour; (c) provision of threshold facilities to institutions; and (d) creation of a system of performance appraisals of institutions according to standards and norms set at the National or state levels.

The new policy has been criticized on the grounds that

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(i) The new thrust in the field of universalisation of education is non-formal education. Non formal education, educationist point out, can never be equivalent to regular schooling. This will create a dual education system.

(ii) Navodaya Schools will create further disparities.

(iii) The new policy suffers from an elitist bias as it also promotes privatization of education. As a result, one who is able to pay more will get better education as compared to a common person.

(iv) Education is sought to be commercialized Reeducation of subsidies will mean that students will have to finance their own education.

1. Education is the future of India.

2. Education is very important of India.

3. Without education their are no world.

4. Without education the man will behave like as animal.

5. Education is very necessary for all the children of whole world because these children are the future of our world.

6. Education removes illiteracy of our India.

7. Without education we cannot progress in the field of science & technology.

8. Education helps the person to become a good citizen.

9. Without education their are no life in earth.

10. From these above points I can say that education is the big power of the man.

In the last, we can say that an uneducated person can neither be a good citizen nor a good parent. He is ignorant and superstitions. Deprived of knowledge he falls in the darkness of ignorance. Thus education is a very necessary part of our life. Education is right for every child so education should be provided to all.

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